Tashia D. Abry, Ph.D. - Publications

Affiliations: 
2012 University of Virginia, Charlottesville, VA 
Area:
Evaluation Education, Elementary Education, Educational Psychology Education

19 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 McLean L, Abry T, Taylor M, Gaias L. The influence of adverse classroom and school experiences on first year teachers’ mental health and career optimism Teaching and Teacher Education. 87: 102956. DOI: 10.1016/J.Tate.2019.102956  0.35
2019 Taylor M, McLean L, Bryce CI, Abry T, Granger KL. The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching Teaching and Teacher Education. 86: 102910. DOI: 10.1016/J.Tate.2019.102910  0.427
2018 McLean L, Abry T, Taylor M, Connor CM. Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of School Psychology. 69: 154-168. PMID 30558750 DOI: 10.1016/J.Jsp.2018.05.002  0.603
2018 Bryce CI, Bradley RH, Abry T, Swanson J, Thompson MS. Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 30451513 DOI: 10.1037/Spq0000297  0.512
2018 Abry T, Granger KL, Bryce CI, Taylor M, Swanson J, Bradley RH. First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 29792495 DOI: 10.1037/Spq0000235  0.528
2018 Gaias LM, Gal DE, Abry T, Taylor M, Granger KL. Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias Journal of Applied Developmental Psychology. 59: 5-15. DOI: 10.1016/J.Appdev.2018.02.005  0.319
2017 Abry T, Bryce CI, Swanson J, Bradley RH, Fabes RA, Corwyn RF. Classroom-Level Adversity: Associations With Children's Internalizing and Externalizing Behaviors Across Elementary School. Developmental Psychology. PMID 28045283 DOI: 10.1037/Dev0000268  0.481
2017 McLean L, Abry T, Taylor M, Jimenez M, Granger K. Teachers' mental health and perceptions of school climate across the transition from training to teaching Teaching and Teacher Education. 65: 230-240. DOI: 10.1016/J.Tate.2017.03.018  0.474
2016 Abry T, Rimm-Kaufman SE, Curby TW. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 27957668 DOI: 10.1007/S11121-016-0743-3  0.751
2016 Swanson J, Valiente C, Bradley RH, Lemery-Chalfant K, Abry T. Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes Social Development. 25: 623-645. DOI: 10.1111/Sode.12165  0.511
2016 Gaias LM, Abry T, Swanson J, Fabes RA. Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success Learning and Individual Differences. 45: 199-207. DOI: 10.1016/J.Lindif.2015.11.016  0.582
2015 Abry T, Hulleman CS, Rimm-Kaufman SE. Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients American Journal of Evaluation. 36: 320-338. DOI: 10.1177/1098214014557009  0.579
2015 Rimm-Kaufman SE, Baroody AE, Larsen RAA, Curby TW, Abry T. To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology. 107: 170-185. DOI: 10.1037/A0037252  0.74
2015 Abry T, Latham S, Bassok D, LoCasale-Crouch J. Preschool and kindergarten teachers' beliefs about early school competencies: Misalignment matters for kindergarten adjustment Early Childhood Research Quarterly. 31: 78-88. DOI: 10.1016/J.Ecresq.2015.01.001  0.496
2014 Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25492612 DOI: 10.1007/S11121-014-0536-5  0.602
2014 Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25351865 DOI: 10.1007/S11121-014-0519-6  0.728
2014 Rimm-Kaufman SE, Larsen RAA, Baroody AE, Curby TW, Ko M, Thomas JB, Merritt EG, Abry T, DeCoster J. Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial American Educational Research Journal. 51: 567-603. DOI: 10.3102/0002831214523821  0.653
2013 Curby TW, Rimm-Kaufman SE, Abry T. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology. 51: 557-69. PMID 24060059 DOI: 10.1016/J.Jsp.2013.06.001  0.735
2013 Abry T, Rimm-Kaufman SE, Larsen RA, Brewer AJ. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology. 51: 437-53. PMID 23870440 DOI: 10.1016/J.Jsp.2013.03.001  0.763
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